Professor Questions: Grand Conversation
Everyone responds here. Be sure to put your initials next to your answer.
1. What does research say about the topic? TH: Chapter 1 discusses research based programs. I liked the explanation discerning between research related, research based, and research proven. It allowed me to think about the subtle differences between each. Chapter 2 discussed Constructivist approaches to teaching reading. The research falls into 4 categories. There seems to be equal amount of research both "for" and "against" each argument, so the chapter stated that "they cancel each other out." Therefore, the controversies will continue. AW: I agree with Toni. I'm not sure there will ever be an end to research. And, although I agree with the constructivist theory, in parts; I'm not sure that I agree that we as teachers are to be "participant-observers in the learning process". I believe instruction should be explicitly taught. However, the chapters challenge you to evaluate your own teaching practices. Do we build background knowledge, create engaging environments, and teach with the four dimensions in mind? VI-S: Chapter 1 discusses research among education. Research needs to be continuous. We need to think about our teaching and how we can constantly improve. Chapter 2 discussed a holistic approach to reading and language arts. It also discussed a Constructivist's approach. I agree that learners need to think critically (as well as ourselves).
MC:Toni made some very valid points! And I agree that there will probably never be an end to reading research, and I hope that instead of just continuing to redo the research that's already been done that seems to go in the same cycle. As a special educator I constantly have to think about HOW I am teaching my students and HOW to get them to connect to what they are reading so that they get something out of it besides just being frustrated and giving up.
2. Apply the four dimensions of teaching and learning to your teaching style. Be specific. TH: Dimension 1 (Explicit-implicit): Since I teach ELL students of various ages, my teaching is extremely explicit. Everything has to be explained, taught, reviewed, and taught again if necessary. I teach my students vocabuary by using real objects, pictures, actions- basically whatever it takes for the child to understand the word or concept. We use a lot of hands-on activities (letter tiles, games, Elkonian boxes, etc.) to teach specific skills. AW: I am very explicit also. I teach using specific praise..."I like the way you spoke in a complete sentence. I like the way you used a period when you finished writing your sentence." I explain everything to my students and make sure they can tell me what and why they were able to do an activity in reading, writing, math, science, etc. We explore multiple problem solving strategies. VI-S: I am a special education teacher so much of my instruction needs to be explicit. I have to demonstrate what I want them to do so that they are aware of the knowledge given to them. I also have to review with them and many times go over it agian. MC:I'm also a special education teacher, and most of my teaching has to be explicit. I also have to review multiple stratigies on multiple occassions depending on what the lesson is. Most of my students have a learning disability, so they require constant review and explicit instructions on a day to day basis. Dimension 2 (Systematic-unsystematic): My teaching is very systematic. I assess my students regularly and make a plan of action for each class. I also have the "master plan" on paper (the goals/objectives that need to be taught prior to annual testing of proficiency skills) - so I have a guide to gauge against. I have very planned, thought out lessons that focus on Listening, Speaking, Reading, and Writing skills. AW: I agree with Toni. I also have detailed plans for each day and I know what my objectives are for my children. I share my objectives with them as well. I have a sign posted on our board in the front of the classroom that states "In reading, we will..." and "The student will..." I fill these in everyday with what I want my kids to learn. This way, I remember to start the lesson with the right opening and my kids know what the expectation is for learning. VI-S: Since my students are on an Individual Education Plan I have to know what I will be teaching throughout the semester in order to cover their goals but also cover the specific grades objectives. My students know why they are being taught something and why we review specific things. MC: I am in the same position with this that Vanessa is. My students have educational goals and objectives that must be met, and they must also be ready to test in the spring. I always explain why we are learning what we are or going over things like figurative languag or poetry and explain to them that they will see that again and again (I guess you could say that unfortunately I do have to teach to the test). I do treasure those "teachable moments" when something completely outside the box happens and you get to explain something in a way you never thought about before and you see light bulbs go off!
Dimension 3 (Mindful-mindless): I use varied approaches to teaching any given skill. My kids understand why we are learning what we are learning. We do some paper-pencil activities, but we also have hands-on activities that teach or reinforce those same skills. I want the children to understand and be able to internalize the skill regardless of the environment they are in (most regular classrooms require paper-pencil mastery). AW: Most of what we are doing is mindful. But, I'm not sure that I can say it's 100% mindful. We do art projects, paper and pencil tasks, and silly songs just for fun sometimes. We are required to do some of our curriculum that may or may not produce good return in the student. So, for the most part, we are mindful in our classroom to put out the best materials and resources. VI-S: Many times we discuss topics/lessons to see others points of view. I do my best to help the children understand why they are learning something and get their point of view.
MC:I try to sometimes use the mindless to get to the mindful, if that makes sense. If I can get my students involved by thinking that what they are doing isn't going to be too hard, then that is when I get the most out of them. If my students feel overwhelmed then I tend to not gain much ground with them.
Dimension 4 (Contextualized-decontextualized): Again, I want my kids to understand what they are being asked to do, why they are doing it - I want it to make sense to them. AW: Most of what I teach is contextualized learning, but occasionally I teach things that may not make sense at the time, but will soon. I believe in laying out a framework for the students. I learn whole to parts and that's how I teach, but every once in a while, I believe you should change it up a bit! VI-S: My goal is always wanting the students to make sense of what we are doing. Students with disabilities learn like other students - things just need to be presented in different ways which take time. MC:I am constantly laying down the framework for the objectives that we teach in sixth grade, and often it doesn't make sense to my students. But somewhere between laying the foundation for their objectives and then approaching them from multiple directions usually helps them understand it in the end.
3. What constructivist-like principles can you identify and what are the implementations for the classroom? TH: The culture of my classroom definitely supports constructivist principles. Each one of my students is "expected" to become a good reader. The atmosphere is "we're all in this together," so the children help each other become successful. My more proficient students remember and understand what the less proficient students are going through. We make a point to create a very cooperative, safe environment for learning to speak, read, and write in English. The activities in my classroom are designed so each child can and will make progress. We revisit many skills, so children gain more and more proficiency with each use. My students can usually expain why they are doing any particular activity; however, their explanation may not be in English! AW: I believe in balance in everything. So, I am not totally for a constructivist view. I believe you can construct meaning for yourself in many areas, but then again, you need direct instruction in phonics and many other reading skills. Prediction comes naturally to some, but others need opportunity to see it and practice the skill with a stale text. Therefore, we practice many constructivist practices in our overall environment and what I expect, but my teaching is direct and explicit. VI-S: I feel a lot of my teaching resembles the Constructivst approach. My classroom enviornment allows students to feel comfortable and encouraging towards each other. I would like to think that students feel ok to ask questions and to change thier minds. Many of my students struggle with academics and self-perception because of their disability. My goal is always to have high expectations of them but in a caring and encouraging way. MC: While I believe in balance, my classroom tends to take on a constructuivist environment.Most of my students are struggling with the same things that Vanessa's students are. I also am involved in the inclusion part of general and special education so my students are able to be influenced by those who do feel comfortable asking questions, and when they hear it from their peers sometimes my studets connect to their answers or questions instead of their teacher asking those questions.
My Three Questions
Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
Amanda's ?s
1. Which is more important, lived experience or formal research? TH: For my students, lived experience is more important. They couldn't care less what the research says - they need to live it to understand it. As for me, I like to read the research to confirm or deny my thoughts on my practices; however, I can adjust teaching based on the reactions of the children or on the scores without the formal research. My kids are a unique population and I have to do what works for each individual child. If research questions what I am doing in my classroom my first question will be this: Was your research normed using ELL students? If so, I will consider changing my practices, if not...well...don't expect change unless what I am doing isn't working with my kids. VI-S: I think both are important but it depends on the person. Students need to have experiences to further their knowledge and make connections. Adults/teachers like to have research to back up their thoughts/beliefs about things. MC:I agree with Vanessa that educators as well as parents and others like to know that there is research that pertains to what we are doing in the classroom and that it supports it. My students, who have a learning disablity, tend to need to be able to experience what we are learning about in some form because it fits with their learning style. It helps them answer the "why I need to know this" question, rather than "you are learning this because".
2. Do you agree with the following statement? "What is learned cannot be separated from the context in which it is learned." TH: I think that learning in any context is better than not learning in any context. I think that some learning environments are more condusive to learning than others, but children can be taught additional strategies that might be better than ones they already know. I do not agree with decodable texts if that is the only way you are teaching beginning readers, but I can see where some readers need the reinforcement of decodable texts. I prefer to teach children to gain meaning using multiple strategies (using the picture clues, semantic clues, etc.). In other words, I don't think a child is "ruined" by using decodable text to learn to read (or any one particular strategy) because the child can be taught to expand on their previous knowledge. VI-S: I'm not really sure. I think that students would have some kind of influence of what is being learned depending on where they are getting that information. MC: That statement makes you think. My students definately have some influence over what is being learned because in sixth grade there is more of an opportunity for them to gain knowledge from their parents, their friends or other media outlets like the internet and tv. This opens up the conversations that carry phrases like "but my dad says" or "I read on the internet that..." which can sometimes make class interesting and challenging.
3. Which do you identify with more, (realizing that there should be a balance) explicit or implicit teaching? TH: That is easy for me - I identify with explicit teaching. Again, though...my population of students need to have skills taught explicitely. VI-S: I identify with being an explicit teacher. Since my students are in special education they need direct instruction. I do however like to give them opportunities to think about what they were taught and form their own opionions about things. MC: Explicit, definately. I am in the same situation with my student's that Vanessa is in. I also try to incorporate activities that allow them to foster their own opinions and ways to problem solve. I've even played games with stories to get my students to realize something simple can help you understand something complex. Mandy's ?s 1. When teaching to a particular social group but with limited resources, how do you approach learning in a culturally familiar environment? TH: I teach ELL kids, so the American culture is not necessarily familiar to any of them. I have to teach American culture as well as English reading, writing, and speaking. I strategically place my kids in regular classrooms, trying to match native languages (I try to place at least 2 children with the same native language in each classroom) so more fluent kids can translate and help less fluent students. In my own classroom, my kids are all in the same boat - so creating a caring, helpful environment is not difficult. I encourage translations when needed to explain directions or a skill. AW: I'm sorry, but I don't have a lot of experience with this. Most of my children are Caucasian, middle class children who speak English. However, I did take a diversity class this summer and learned many valuable resources for teaching diverse learners. One was persona dolls. These dolls can be used to identify with someone from another country, culture, race. etc. Each doll is given a name, personality, nationality, etc. Then you use the doll to work out social issues that may arise in your classroom. It's like role playing. VI-S: My students are all diverse but mostly have the same cultural background. I also don't have a lot of resources in my classroom (unless I come up with them on my own). I try to give my students as many experiences that are diverse as I can. We may have other people come in to discuss things, books that are uncommon to them, and different forms of technology which can help. 2. What resources do you use to inspire learners who are “not so willing”? TH: I use any and every resource available to me. I try to find what will motivate each student to do their very best. Last year I had a 10 year old Russian child who was adopted out of an orphanage. That was very interesting. He came in October and had no desire to learn English. We used our English Language Proficiency program (that translates into Russian), we used games, vocabulary cards, acting out, etc. It wasn't until after Christmas that he decided it would be good for him to be cooperative and learn English. (He was testing us to see if we would "get rid of him." But we all stuck with him and tried various approaches and didn't give up on him.) He left me with a pretty good understanding of basic English. What worked one day did not necessarily work the next. My assistant and I tag teamed each other every afternoon. AW: I try really hard to use unconventional methods to teach, so that learning feels natural and fun. I want my kids interested. If I do a strategy that bombs, then I usually do not revisit that method until the next year. I try to vary my style. Most of all, my reading strategies are ones I have learned throughout this program. I use manipulatives and graphic organizers when I can, and then paper and pencil to balance out the hands-on. Reluctance is an attitude, and I feel like I can change that easily with interesting and engaging teaching and projects. We do TONS of centers and my kids love to work in small groups. VI-S: Many of my students are "not so willing" becuase they have been struggling for so long! I try to use a variety of things but also work daily at encouraging them to try - even if they don't succeed at first. I use other teachers who have great ideas and share. 3. How do you incorporate technology into your reading instruction when dealing with limited resources? TH: I have a specific English Language Instructional Program that I use regularly. It is very interactive and provides native language support in 15 languages. I also use various programs that are free on the web. My classroom will have an interactive white board next year. I can't wait to begin using it. My classroom is unique though, in that I have 12 student computers for use at any given time. Our regular classroom teachers can take their kids to the second computer lab at any time. AW: We don't have computers in the room for the kids and I don't have a smart board, so really, I don't. The kids have a computer elective, but that's really the only technology they get. We have limited resources at school and I'm not sure that will change in the near future. If I want to incorporate technology, then I have to use my personal computer or my work computer that's on my desk for lesson plans. And, sometimes I do...but mostly, I do things "old school". VI-S: We have a computer lab in our school. My students use the lab at least twice a week to use spelling programs and reading programs that are geared for them. I see a huge difference by the end of the year. My classroom also has a smartboard. The students love it. They are very active in their learning.
Toni's ?s
1. How do you communicate pro-learning expectations (students will take learning risks) in your classroom? AW: We have a motto in the classroom from GE, "Mistakes are OK". And, my kids seem to feel better once we see that happening. Even if I make a mistake, I make sure to express that to my children. We discuss that is how we learn. We discuss famous Americans who made mistakes and people in the Bible who made mistakes. All of these people were better for it and did better in the end because they first tried. VI-S: I encourage them daily. We have a set of expectations in my classroom that the students learn from day one. Even if something is difficult we are a family and help each other. They don't want to take risks at first becuase they have such low self-perception of what they can do. I takes a lot of pointing out what they do right and myself making mistakes - while showing them that it is ok and I need them to help me fix it. MC:I tell my kids from day one that I do not expect them to be perfect, but I do expect them to try. I also tell them that I will never give them anything to do that I believe in my heart will be impossible for them, but I reassure them that they will feel challenged. I try to stay positive, and I develop a rappor with my kids so that I am able to work with them better.
2. What are some of the reading activities you use that provide the students an opportunity to “get inside” the text in ways that traditional didactic drill and practice activities do not? AW: Think clouds, bloom's cake, Graphic organizers, and Six Hat thinking are the best ideas I have. Anything that promotes thinking aloud should be encouraged. I love the Thinking Salad too. All the lettuce cards are green and they represent thinking. All the red cards are tomatoes and represent the text. When a child reads, they add tomatoes. When they think, they add lettuce. The idea is that there should be more green lettuce or thinking in a salad than text or tomatoes. This allows students to think openly and "get inside" deep in the text! VI-S: I love the bloom's cake and graphic organizers. My students use these all the time. I like the idea of the Salad :) MC: Before we started our Holocaust novel, we did a webquest and studied the Holocaust as well as traced the lives of some of the children through the Holocaust. My students really seemed to get into the story after they were able co connect to the event the way they were. I was pleased with the results and the conversations that took place as we read the novel. *3.What is the best way to design collaborative groups at the elementary level? AW: Teacher observation should be the first place you look to decide. Teachers know their students and what they need. Then, an inventory should be given to each student individually to determine strengths and weaknesses for student groups. Then, sometimes, groups should consist of differing skills to help those who need it working with opposite strengths and weaknesses. VI-S: My class works in groups a lot. I give informal assessments in the beginning along with an inventory sheet. My groups change often. The groups that don't change as much are my spelling groups. They are put together depending on their stages. MC: That's hard for me because I am use to working with groups at the middle school level. We've done everything from group by gender to ability and inbetween! I think it really depends on what activity you are doing as a group, and after the first six weeks you know which kids you can group together and which ones you CAN NOT put together, and that all affects who you finally put in your group. Vanessa's ?s 1. What constructivist type principles do you see in your classroom? TH: See above question AW: Same as above too! MC: Me too, same as above question :) 2. What activities do your students use/do in order for them to construct their own knowledge? TH: One of my favorite games to play with my kids (and it happens to be their favorite as well) is Chunks. When they ask me "is that a word?" I always reply with "What do you think it means?" If they can't agree, we get the dictionary. It is exciting when they get up and get the dictionary themselves. Even though it can become competitive, they are always willing to help each other construct new words and figure out what they mean. AW: We use a our six hat thinking by Di Bono, I believe. My kids can think on their own when using this strategy. Each hat represents a different kind of thinking. The red hat, for example, represents your emotions, or how you feel about the subject that we are discussing. The yellow hat is all the benefits, the black hat is all the negatives about the situation. So, my children learn that everyone thinks differently and construct their own point of view based on the hat they like best! It's a great strategy for thinking outside the box. MC: We use a circle activity with a center, inner, and outer circle. This activity is usually done in small groups. The center circle they name and define the topic. The inner circle they write what they know about the topic and draw pictures. The outer circle they write a summary about what they know about the topic. 3. What do you do in your classroom to encourage your students to think critically? TH: I have the Bloom's Taxonomy cake prominently displayed in my classroom. We refer to it regularly. When working on questions, we identify the level on the cake for the question. It doesn't take long before the kids are trying to figure out ways to reword the question or extend it to move up a level on the cake. AW: It's funny you should mention that Toni, because I gave you that Bloom's cake idea! It's a fabulous resource. I love using it to question my children. I completely agree with you! Once my kids know there are levels to learning and growing, they start to strive to beat each other to answer harder questions. Also, I like to use think clouds to encourage discussion. TH: You are so right Amanda. My Principal actually sent other teachers into my room to see it and watch how I used it. So, others in my building now have that cake in their room, too. Thanks for such a fantastic idea. I also love your think clouds. I have those on my wall also. I am going to make them little and put them on Popsicle sticks like you have, so my kids can use them regularly this coming school year. I would love to go to your classroom and steal all your neat ideas. AW: Toni, you are too sweet! Really, all my ideas are stolen ideas too! SO, we can steal together! MC: Guess you all have your "cake", too! We actually use something similar, but it's layed out differently. I sometimes have to adapt things that are perfect for middle school but are more for the elementary audience. I think having something visable allows them to challenge themselves and they know what is going to be expected. It also gives them a reference, and that really helps my special ed students.
Everyone responds here. Be sure to put your initials next to your answer.
1. What does research say about the topic?
TH: Chapter 1 discusses research based programs. I liked the explanation discerning between research related, research based, and research proven. It allowed me to think about the subtle differences between each. Chapter 2 discussed Constructivist approaches to teaching reading. The research falls into 4 categories. There seems to be equal amount of research both "for" and "against" each argument, so the chapter stated that "they cancel each other out." Therefore, the controversies will continue.
AW: I agree with Toni. I'm not sure there will ever be an end to research. And, although I agree with the constructivist theory, in parts; I'm not sure that I agree that we as teachers are to be "participant-observers in the learning process". I believe instruction should be explicitly taught. However, the chapters challenge you to evaluate your own teaching practices. Do we build background knowledge, create engaging environments, and teach with the four dimensions in mind?
VI-S: Chapter 1 discusses research among education. Research needs to be continuous. We need to think about our teaching and how we can constantly improve. Chapter 2 discussed a holistic approach to reading and language arts. It also discussed a Constructivist's approach. I agree that learners need to think critically (as well as ourselves).
MC:Toni made some very valid points! And I agree that there will probably never be an end to reading research, and I hope that instead of just continuing to redo the research that's already been done that seems to go in the same cycle. As a special educator I constantly have to think about HOW I am teaching my students and HOW to get them to connect to what they are reading so that they get something out of it besides just being frustrated and giving up.
2. Apply the four dimensions of teaching and learning to your teaching style. Be specific.
TH: Dimension 1 (Explicit-implicit): Since I teach ELL students of various ages, my teaching is extremely explicit. Everything has to be explained, taught, reviewed, and taught again if necessary. I teach my students vocabuary by using real objects, pictures, actions- basically whatever it takes for the child to understand the word or concept. We use a lot of hands-on activities (letter tiles, games, Elkonian boxes, etc.) to teach specific skills.
AW: I am very explicit also. I teach using specific praise..."I like the way you spoke in a complete sentence. I like the way you used a period when you finished writing your sentence." I explain everything to my students and make sure they can tell me what and why they were able to do an activity in reading, writing, math, science, etc. We explore multiple problem solving strategies.
VI-S: I am a special education teacher so much of my instruction needs to be explicit. I have to demonstrate what I want them to do so that they are aware of the knowledge given to them. I also have to review with them and many times go over it agian.
MC:I'm also a special education teacher, and most of my teaching has to be explicit. I also have to review multiple stratigies on multiple occassions depending on what the lesson is. Most of my students have a learning disability, so they require constant review and explicit instructions on a day to day basis.
Dimension 2 (Systematic-unsystematic): My teaching is very systematic. I assess my students regularly and make a plan of action for each class. I also have the "master plan" on paper (the goals/objectives that need to be taught prior to annual testing of proficiency skills) - so I have a guide to gauge against. I have very planned, thought out lessons that focus on Listening, Speaking, Reading, and Writing skills.
AW: I agree with Toni. I also have detailed plans for each day and I know what my objectives are for my children. I share my objectives with them as well. I have a sign posted on our board in the front of the classroom that states "In reading, we will..." and "The student will..." I fill these in everyday with what I want my kids to learn. This way, I remember to start the lesson with the right opening and my kids know what the expectation is for learning.
VI-S: Since my students are on an Individual Education Plan I have to know what I will be teaching throughout the semester in order to cover their goals but also cover the specific grades objectives. My students know why they are being taught something and why we review specific things.
MC: I am in the same position with this that Vanessa is. My students have educational goals and objectives that must be met, and they must also be ready to test in the spring. I always explain why we are learning what we are or going over things like figurative languag or poetry and explain to them that they will see that again and again (I guess you could say that unfortunately I do have to teach to the test). I do treasure those "teachable moments" when something completely outside the box happens and you get to explain something in a way you never thought about before and you see light bulbs go off!
Dimension 3 (Mindful-mindless): I use varied approaches to teaching any given skill. My kids understand why we are learning what we are learning. We do some paper-pencil activities, but we also have hands-on activities that teach or reinforce those same skills. I want the children to understand and be able to internalize the skill regardless of the environment they are in (most regular classrooms require paper-pencil mastery).
AW: Most of what we are doing is mindful. But, I'm not sure that I can say it's 100% mindful. We do art projects, paper and pencil tasks, and silly songs just for fun sometimes. We are required to do some of our curriculum that may or may not produce good return in the student. So, for the most part, we are mindful in our classroom to put out the best materials and resources.
VI-S: Many times we discuss topics/lessons to see others points of view. I do my best to help the children understand why they are learning something and get their point of view.
MC:I try to sometimes use the mindless to get to the mindful, if that makes sense. If I can get my students involved by thinking that what they are doing isn't going to be too hard, then that is when I get the most out of them. If my students feel overwhelmed then I tend to not gain much ground with them.
Dimension 4 (Contextualized-decontextualized): Again, I want my kids to understand what they are being asked to do, why they are doing it - I want it to make sense to them.
AW: Most of what I teach is contextualized learning, but occasionally I teach things that may not make sense at the time, but will soon. I believe in laying out a framework for the students. I learn whole to parts and that's how I teach, but every once in a while, I believe you should change it up a bit!
VI-S: My goal is always wanting the students to make sense of what we are doing. Students with disabilities learn like other students - things just need to be presented in different ways which take time.
MC:I am constantly laying down the framework for the objectives that we teach in sixth grade, and often it doesn't make sense to my students. But somewhere between laying the foundation for their objectives and then approaching them from multiple directions usually helps them understand it in the end.
3. What constructivist-like principles can you identify and what are the implementations for the classroom?
TH: The culture of my classroom definitely supports constructivist principles. Each one of my students is "expected" to become a good reader. The atmosphere is "we're all in this together," so the children help each other become successful. My more proficient students remember and understand what the less proficient students are going through. We make a point to create a very cooperative, safe environment for learning to speak, read, and write in English. The activities in my classroom are designed so each child can and will make progress. We revisit many skills, so children gain more and more proficiency with each use. My students can usually expain why they are doing any particular activity; however, their explanation may not be in English!
AW: I believe in balance in everything. So, I am not totally for a constructivist view. I believe you can construct meaning for yourself in many areas, but then again, you need direct instruction in phonics and many other reading skills. Prediction comes naturally to some, but others need opportunity to see it and practice the skill with a stale text. Therefore, we practice many constructivist practices in our overall environment and what I expect, but my teaching is direct and explicit.
VI-S: I feel a lot of my teaching resembles the Constructivst approach. My classroom enviornment allows students to feel comfortable and encouraging towards each other. I would like to think that students feel ok to ask questions and to change thier minds. Many of my students struggle with academics and self-perception because of their disability. My goal is always to have high expectations of them but in a caring and encouraging way.
MC: While I believe in balance, my classroom tends to take on a constructuivist environment.Most of my students are struggling with the same things that Vanessa's students are. I also am involved in the inclusion part of general and special education so my students are able to be influenced by those who do feel comfortable asking questions, and when they hear it from their peers sometimes my studets connect to their answers or questions instead of their teacher asking those questions.
My Three Questions
Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
Amanda's ?s
1. Which is more important, lived experience or formal research?
TH: For my students, lived experience is more important. They couldn't care less what the research says - they need to live it to understand it. As for me, I like to read the research to confirm or deny my thoughts on my practices; however, I can adjust teaching based on the reactions of the children or on the scores without the formal research. My kids are a unique population and I have to do what works for each individual child. If research questions what I am doing in my classroom my first question will be this: Was your research normed using ELL students? If so, I will consider changing my practices, if not...well...don't expect change unless what I am doing isn't working with my kids.
VI-S: I think both are important but it depends on the person. Students need to have experiences to further their knowledge and make connections. Adults/teachers like to have research to back up their thoughts/beliefs about things.
MC:I agree with Vanessa that educators as well as parents and others like to know that there is research that pertains to what we are doing in the classroom and that it supports it. My students, who have a learning disablity, tend to need to be able to experience what we are learning about in some form because it fits with their learning style. It helps them answer the "why I need to know this" question, rather than "you are learning this because".
2. Do you agree with the following statement? "What is learned cannot be separated from the context in which it is learned."
TH: I think that learning in any context is better than not learning in any context. I think that some learning environments are more condusive to learning than others, but children can be taught additional strategies that might be better than ones they already know. I do not agree with decodable texts if that is the only way you are teaching beginning readers, but I can see where some readers need the reinforcement of decodable texts. I prefer to teach children to gain meaning using multiple strategies (using the picture clues, semantic clues, etc.). In other words, I don't think a child is "ruined" by using decodable text to learn to read (or any one particular strategy) because the child can be taught to expand on their previous knowledge.
VI-S: I'm not really sure. I think that students would have some kind of influence of what is being learned depending on where they are getting that information.
MC: That statement makes you think. My students definately have some influence over what is being learned because in sixth grade there is more of an opportunity for them to gain knowledge from their parents, their friends or other media outlets like the internet and tv. This opens up the conversations that carry phrases like "but my dad says" or "I read on the internet that..." which can sometimes make class interesting and challenging.
3. Which do you identify with more, (realizing that there should be a balance) explicit or implicit teaching?
TH: That is easy for me - I identify with explicit teaching. Again, though...my population of students need to have skills taught explicitely.
VI-S: I identify with being an explicit teacher. Since my students are in special education they need direct instruction. I do however like to give them opportunities to think about what they were taught and form their own opionions about things.
MC: Explicit, definately. I am in the same situation with my student's that Vanessa is in. I also try to incorporate activities that allow them to foster their own opinions and ways to problem solve. I've even played games with stories to get my students to realize something simple can help you understand something complex.
Mandy's ?s
1. When teaching to a particular social group but with limited resources, how do you approach learning in a culturally familiar environment?
TH: I teach ELL kids, so the American culture is not necessarily familiar to any of them. I have to teach American culture as well as English reading, writing, and speaking. I strategically place my kids in regular classrooms, trying to match native languages (I try to place at least 2 children with the same native language in each classroom) so more fluent kids can translate and help less fluent students. In my own classroom, my kids are all in the same boat - so creating a caring, helpful environment is not difficult. I encourage translations when needed to explain directions or a skill.
AW: I'm sorry, but I don't have a lot of experience with this. Most of my children are Caucasian, middle class children who speak English. However, I did take a diversity class this summer and learned many valuable resources for teaching diverse learners. One was persona dolls. These dolls can be used to identify with someone from another country, culture, race. etc. Each doll is given a name, personality, nationality, etc. Then you use the doll to work out social issues that may arise in your classroom. It's like role playing.
VI-S: My students are all diverse but mostly have the same cultural background. I also don't have a lot of resources in my classroom (unless I come up with them on my own). I try to give my students as many experiences that are diverse as I can. We may have other people come in to discuss things, books that are uncommon to them, and different forms of technology which can help.
2. What resources do you use to inspire learners who are “not so willing”?
TH: I use any and every resource available to me. I try to find what will motivate each student to do their very best. Last year I had a 10 year old Russian child who was adopted out of an orphanage. That was very interesting. He came in October and had no desire to learn English. We used our English Language Proficiency program (that translates into Russian), we used games, vocabulary cards, acting out, etc. It wasn't until after Christmas that he decided it would be good for him to be cooperative and learn English. (He was testing us to see if we would "get rid of him." But we all stuck with him and tried various approaches and didn't give up on him.) He left me with a pretty good understanding of basic English. What worked one day did not necessarily work the next. My assistant and I tag teamed each other every afternoon.
AW: I try really hard to use unconventional methods to teach, so that learning feels natural and fun. I want my kids interested. If I do a strategy that bombs, then I usually do not revisit that method until the next year. I try to vary my style. Most of all, my reading strategies are ones I have learned throughout this program. I use manipulatives and graphic organizers when I can, and then paper and pencil to balance out the hands-on. Reluctance is an attitude, and I feel like I can change that easily with interesting and engaging teaching and projects. We do TONS of centers and my kids love to work in small groups.
VI-S: Many of my students are "not so willing" becuase they have been struggling for so long! I try to use a variety of things but also work daily at encouraging them to try - even if they don't succeed at first. I use other teachers who have great ideas and share.
3. How do you incorporate technology into your reading instruction when dealing with limited resources?
TH: I have a specific English Language Instructional Program that I use regularly. It is very interactive and provides native language support in 15 languages. I also use various programs that are free on the web. My classroom will have an interactive white board next year. I can't wait to begin using it. My classroom is unique though, in that I have 12 student computers for use at any given time. Our regular classroom teachers can take their kids to the second computer lab at any time.
AW: We don't have computers in the room for the kids and I don't have a smart board, so really, I don't. The kids have a computer elective, but that's really the only technology they get. We have limited resources at school and I'm not sure that will change in the near future. If I want to incorporate technology, then I have to use my personal computer or my work computer that's on my desk for lesson plans. And, sometimes I do...but mostly, I do things "old school".
VI-S: We have a computer lab in our school. My students use the lab at least twice a week to use spelling programs and reading programs that are geared for them. I see a huge difference by the end of the year. My classroom also has a smartboard. The students love it. They are very active in their learning.
Toni's ?s
1. How do you communicate pro-learning expectations (students will take learning risks) in your classroom?
AW: We have a motto in the classroom from GE, "Mistakes are OK". And, my kids seem to feel better once we see that happening. Even if I make a mistake, I make sure to express that to my children. We discuss that is how we learn. We discuss famous Americans who made mistakes and people in the Bible who made mistakes. All of these people were better for it and did better in the end because they first tried.
VI-S: I encourage them daily. We have a set of expectations in my classroom that the students learn from day one. Even if something is difficult we are a family and help each other. They don't want to take risks at first becuase they have such low self-perception of what they can do. I takes a lot of pointing out what they do right and myself making mistakes - while showing them that it is ok and I need them to help me fix it.
MC:I tell my kids from day one that I do not expect them to be perfect, but I do expect them to try. I also tell them that I will never give them anything to do that I believe in my heart will be impossible for them, but I reassure them that they will feel challenged. I try to stay positive, and I develop a rappor with my kids so that I am able to work with them better.
2. What are some of the reading activities you use that provide the students an opportunity to “get inside” the text in ways that traditional didactic drill and practice activities do not?
AW: Think clouds, bloom's cake, Graphic organizers, and Six Hat thinking are the best ideas I have. Anything that promotes thinking aloud should be encouraged. I love the Thinking Salad too. All the lettuce cards are green and they represent thinking. All the red cards are tomatoes and represent the text. When a child reads, they add tomatoes. When they think, they add lettuce. The idea is that there should be more green lettuce or thinking in a salad than text or tomatoes. This allows students to think openly and "get inside" deep in the text!
VI-S: I love the bloom's cake and graphic organizers. My students use these all the time. I like the idea of the Salad :)
MC: Before we started our Holocaust novel, we did a webquest and studied the Holocaust as well as traced the lives of some of the children through the Holocaust. My students really seemed to get into the story after they were able co connect to the event the way they were. I was pleased with the results and the conversations that took place as we read the novel.
*3.What is the best way to design collaborative groups at the elementary level?
AW: Teacher observation should be the first place you look to decide. Teachers know their students and what they need. Then, an inventory should be given to each student individually to determine strengths and weaknesses for student groups. Then, sometimes, groups should consist of differing skills to help those who need it working with opposite strengths and weaknesses.
VI-S: My class works in groups a lot. I give informal assessments in the beginning along with an inventory sheet. My groups change often. The groups that don't change as much are my spelling groups. They are put together depending on their stages.
MC: That's hard for me because I am use to working with groups at the middle school level. We've done everything from group by gender to ability and inbetween! I think it really depends on what activity you are doing as a group, and after the first six weeks you know which kids you can group together and which ones you CAN NOT put together, and that all affects who you finally put in your group.
Vanessa's ?s
1. What constructivist type principles do you see in your classroom?
TH: See above question
AW: Same as above too!
MC: Me too, same as above question :)
2. What activities do your students use/do in order for them to construct their own knowledge?
TH: One of my favorite games to play with my kids (and it happens to be their favorite as well) is Chunks. When they ask me "is that a word?" I always reply with "What do you think it means?" If they can't agree, we get the dictionary. It is exciting when they get up and get the dictionary themselves. Even though it can become competitive, they are always willing to help each other construct new words and figure out what they mean.
AW: We use a our six hat thinking by Di Bono, I believe. My kids can think on their own when using this strategy. Each hat represents a different kind of thinking. The red hat, for example, represents your emotions, or how you feel about the subject that we are discussing. The yellow hat is all the benefits, the black hat is all the negatives about the situation. So, my children learn that everyone thinks differently and construct their own point of view based on the hat they like best! It's a great strategy for thinking outside the box.
MC: We use a circle activity with a center, inner, and outer circle. This activity is usually done in small groups. The center circle they name and define the topic. The inner circle they write what they know about the topic and draw pictures. The outer circle they write a summary about what they know about the topic.
3. What do you do in your classroom to encourage your students to think critically?
TH: I have the Bloom's Taxonomy cake prominently displayed in my classroom. We refer to it regularly. When working on questions, we identify the level on the cake for the question. It doesn't take long before the kids are trying to figure out ways to reword the question or extend it to move up a level on the cake.
AW: It's funny you should mention that Toni, because I gave you that Bloom's cake idea! It's a fabulous resource. I love using it to question my children. I completely agree with you! Once my kids know there are levels to learning and growing, they start to strive to beat each other to answer harder questions. Also, I like to use think clouds to encourage discussion.
TH: You are so right Amanda. My Principal actually sent other teachers into my room to see it and watch how I used it. So, others in my building now have that cake in their room, too. Thanks for such a fantastic idea. I also love your think clouds. I have those on my wall also. I am going to make them little and put them on Popsicle sticks like you have, so my kids can use them regularly this coming school year. I would love to go to your classroom and steal all your neat ideas.
AW: Toni, you are too sweet! Really, all my ideas are stolen ideas too! SO, we can steal together!
MC: Guess you all have your "cake", too! We actually use something similar, but it's layed out differently. I sometimes have to adapt things that are perfect for middle school but are more for the elementary audience. I think having something visable allows them to challenge themselves and they know what is going to be expected. It also gives them a reference, and that really helps my special ed students.